–

Lesson preparation - TP 1
English - lesson 1

information about the teacher trainee lesson data

name lesson subject Clothing lesson 2
subjects Ned-Eng

main objective The pupils describe an outfit using vocabulary related to clothing, colours and
information about the school patterns.
mentor
school
initial didactic
address situation

information about the class group

year Kies een item.
level/type (choose a level/type)
class
curriculum target educational network / umbrella organisation: GO
number of Ps curriculum code: OO-2021-003
lln. list the curriculum objectives here
date and location
date 2023-05-02 - ET3.4 De leerlingen selecteren relevante informatie in geschreven en
time 14.50-15.40 + 15.40 - 16.30 gesproken teksten in functie van doelgerichte communicatie.
- ET3.5 de leerlingen produceren schriftelijke en mondelinge teksten in
location 1B1+1B2 functie van doelgerichte communicatie met behulp van sleutelwoorden,
bouwstenen of een voorbeeld.
- ET3.2 de leerlingen bepalen het onderwerp en de globale inhoud van
evaluation of the lesson preparation
geschreven en gesproken teksten in functie van doelgerichte
poor insufficient sufficient good excellent communicatie: tekstsoort: narratief.
signature of mentor or lecturer textbook and/or Buckle up voor het eerste jaar B Van In Druk 2020 (ISBN978-90-306-9627-8)
necessary
teaching
materials

sources Het werkboek + oplossing geeft een uitgebreid aanbod aan informatie.
consulted
autumn | meaning of autumn in Longman Dictionary of Contemporary

Karel de Grote Hogeschool n Departement Lerarenopleiding n Professionele Bachelor Secundair Onderwijs n Brusselstraat 45 n 2018 Antwerpen n T 03 613 13 13
 English | LDOCE. (z.d.).

https://www.ldoceonline.com/dictionary/autumn

Karel de Grote Hogeschool n Departement Lerarenopleiding n Professionele Bachelor Secundair Onderwijs n Brusselstraat 45 n 2018 Antwerpen n T 03 613 13 13
 lesson content lesson development organisation / media / time
INTRODUCTION PHASE
The pupils revisit their knowledge about clothing from last lesson.
Good afternoon everyone. Please, put your name cards back on your 5’
desks. Zet je naamkaartje terug op je bank. Last lesson we talked
about clothing. What types of clothing there are and how to describe
what someone is wearing. Vorige week hadden we het over soorten
kleren en hoe je iemand zijn outfit beschrijft. For example, I am
wearing a [fill in something I am wearing]. Now, everyone tell me
something you are wearing.
Let everyone describe one item.

Good job! In today’s lesson, we’ll stay in the clothing theme. Open 10’
your textbooks on page 142. Open je boek op pagina 142. In a
minute, we are going to listen to the dialog between Sam and Dario
again. We gaan direct weer luisteren naar het gesprek tussen Sam en
Dario. Take a look at exercise 1 and give the clothes they talk about
the right colour. If they don’t mention the item, you leave it blank.
Kijk even naar oefening 1. Geef de kleren waar ze over praten de
juiste kleur. Als er over een kledingstuk niets gezegd wordt, dan laat
je het wit. First let’s see if you know the clothes. What do we call the
A dress first item?
A sweater/hoodie Do this for all 5 clothes.
A cardigan
A hat
(A pair of) trousers
Let’s start. Play the dialog. If it doesn’t work, like last time, read it
out loud with a volunteer.

Which clothes did you colour in what colour? After answering in

English, repeat the colour in Dutch. Welke kleren heb je gekleurd en
in welke kleur? Je geeft eerst antwoord in het Engels en dan herhaal
je de kleur in het Nederlands.
A red dress (rood)
A orange cardigan (oranje)
A blue hat (blauw)

In the conversation, Dario tells Sam what he thinks she should wear.
Which outfit did he choose? Bij oefening b: Dario vertelt Sam wat hij
denkt dat ze moet aandoen. Welke outfit kiest hij?
The third one (blue hat, red dress and a orange
cardigan)

3
 lesson content lesson development organisation / media / time
PRESENTATION + practise PHASE*
The pupils name the different colours.
The pupils name the different patterns related to clothes.
The pupils name the different seasons and connect them to types of clothes.
Look at exercise 2. We see some paint and we see the names of the 10’
colours. I am going to say a colour. If you are wearing that colour,
you raise your hand. Ik ga telkens een kleur zeggen. Als je die kleur
aan hebt, dan moet je je hand opsteken. Then everyone has to
connect the word to the paint with the same colour.
Also ask someone who raised their hand to translate the colour.

For example, who is wearing something blue? Now everyone who is

wearing a blue item raises their hand.
If no one is wearing that colour  ask for an item in the classroom
with that colour.
If someone who is wearing that colour doesn’t raise his/her hand 
ask what colour their [item of colour] is.

Go to the next page. There are 4 pictures whit different patterns.

Again we have to connect the words to the right patterns. First, let’s
see what the options are. In Dutch tell me the patterns. Eerst gaan
we de foto’s overlopen in het Nederlands. Welke patronen zien we op
de foto’s?
1) Geblokt/geruit
2) Gestreept
3) Gebloemd
4) Effen
This first pattern, of which game does it reminds you?
Aan welk spel doet het eerste patroon jullie denken?
It looks like what we’d call in Dutch ‘een dambord’. In English we say
checkers. (write down checkers on the board and underline check)

Try to connect patterns yourself. I’ll give you 2 minutes, then we

correct the exercise.
Correct together, then show the solution.

Last week we already talked about the seasons. (show the interactive 10’
picture) Which seasons do you remember? When it’s really cold and
Winter maybe snow is falling. What season is it?

And when winter is gone, the birds start singing again, the flowers

4
 lesson content lesson development organisation / media / time
start growing and the sun shines a bit brighter. It is…?
Spring

In a few months, when school is out, it will get really warm. You go
on vacation. Maybe go swimming. What season are we talking about?
Summer

Finally the last one ,it starts raining again. The leaves start FALLing of
the trees. That’s why the Americans call it fall.

Autumn [ˈɔːtəm] (oohtem) Write them down on the board when mentioned.

Exercise 4 has four different suitcases. Oefening vier heft vier

verschillende koffers. Look at the clothes and connect them to the
right season. Use your sticker page at the back of your book. If you
are finished. Go to the next page and READ the sentences in exercise
5b.
Production PHASE*
The pupils describe an outfit using vocabulary related to clothing, colours and patterns.
Go to exercise 5. 15’
I am going to show you a video. There are also 7 sentences. In each
sentence you need to mark the right answer. The video will tell you
every answer. We gaan direct een video zien. In de video zal je de
antwoorden voor oefening 5b horen. Markeer het juiste antwoord in
elke zin.

After listening, show the solution. Take a look at the grid under
exercise b. Tamara and June were talking about what they liked and
what they did not like. They also used other words than like. Find a
synonym for like and one for don’t like in the previous sentences. In
de video vertelde Tamara en June wat ze leuk vonden en wat ze niet
leuk vonden. Ze hebben daar andere woorden dan like en don’t like
voor gebruikt. Zoek de synoniemen in oefening b en schrijf ze in de
kader bij c.

Take a look at exercise d. I’m going to play the video again. While
watching try to fill in the box. Look at the outfits the girl tries on. Fill
in the sentences whit the vocabulary related to clothes, patterns and
colours. You can use page 158 to aid you. Ik ga de video nog eens
afspelen. Tijdens het kijken moet je oefening d invullen. Beschrijf de
outfits door de woordenschat van kleren, patronen en kleuren te
gebruiken. Je kan pagina 158 gebruiken om je te helpen.

5
 lesson content lesson development organisation / media / time
FINAL PHASE

Only when there is time left (more than 5’): 5’-…’

Take a sheet of paper. Write 5 sentences describing your perfect

outfit. Use as much vocabulary as possible. Also mention in which
season you’ll wear it. If you have some spare time, draw your outfit
as well.

*When teaching large chunks of lesson content, like a new tense (GR) or a variety of new words (VOC) or a mix between grammar and vocabulary, allow the presentation phase and practice
phase to interact. (add extra rows with titles)

6
visual support

7
8